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TAFE Librarians Working in Partnership with Teaching Staff to Achieve the Objectives of the National VET Agenda

Arlene Johnson, Systems Librarian, Southbank Institute of TAFE

Introduction

The paper presents the Liaison Librarian Project which was implemented in the Intellectual Property (IP) Unit at Southbank Institute of TAFE (SBIT). The project aimed to deliver outcomes to enable SBIT to achieve the goals and objectives of the national and Queensland vocational education and training (VET) agenda. The overall goal of the Liaison Librarian Project was:

to assist SBIT to reach its potential to deliver quality vocational education and training as outlined in the national VET agenda, in an environment that is constantly changing and creating new challenges.

This paper provides the background to the factors that created a need for this project and will detail the planning, implementation and evaluation of the Liaison Librarian Project. The project is a unique initiative of the Intellectual Property Unit at SBIT, which encompasses four campus libraries and e-Learn centres. The Manager, Intellectual Property, sponsored the Project. The Intellectual Property Systems Librarian was the Project Manager.

Background to Project: Changes and Challenges in VET in Australia

The Intellectual Property Unit at SBIT and the VET agenda
The Intellectual Property unit at SBIT acknowledged that VET in Australia is undergoing intense and rapid change. In the process Intellectual Property reexamined its work practices and the Liaison Librarian Project was one major initiative implemented to ensure all IP staff:

fully understand the strategic direction of VET, SBIT and IP;
devise strategies to implement reforms in VET, SBIT and IP policies, strategies, products and services;
increase the quality and relevance of SBIT and IP services and products to suit the VET agenda; and
assist teaching staff to develop and deliver flexible learning options to clients in line with the VET agenda.

ANTA and the National Strategic Plan for VET

Australia has a national strategic plan for vocational education and training for the new millennium. The national strategy titled - A bridge to the future: Australia's National Strategy for Vocational Education and Training 1998 - 2003 is an agreed commitment of the Commonwealth, State and Territory Governments, (ANTA 1998). ANTA in consultation with government bodies, Australian industries and registered training organisations developed the strategy and all parties have joint responsibility for implementing the strategy (ANTA 2001: 1).

Within the national VET strategy five objectives have been identified to reach its mission of ensuring "the skills of the Australian labour force are sufficient to support internationally competitive commerce and industry and to provide individuals with opportunities to optimise their potential" (ANTA 1998). The five objectives are:

Equipping Australians for the world of work
Enhancing mobility in the labour market
Achieving equitable outcomes in vocational education and training
Increasing investment in training
Maximising the value of public vocational education and training expenditure, (ANTA 1998)

Australian Flexible Learning (AFL) Framework for VET

As part of the national VET strategy all states and territories, ANTA and the Commonwealth Department of Education, Training and Youth Affairs (DETYA) are advocating more flexible learning in Vocational Education and Training (ANTA 2000). The Australian Flexible Learning (AFL) Framework for VET 2000 - 2004 is designed to:

accelerate the take-up of flexible learning; and
position Australian vocational education and training as a world leader in applying new technologies to VET products and services, (ANTA 2001a:1)

In addition, the AFL Framework aims to:

tackle the key issues affecting access to and widespread adoption of flexible learning, particularly online learning. It's major objectives are to encourage added value through national collaboration; build the capability of VET providers to respond to client demand for flexible learning; and to bring about substantial increase in the number of learners developing vocational skills online, (ANTA 2001b: 4).

The AFL Framework has five goals

Creative, capable people.
Support technological infrastructure.
World class online content development, applications and services.
Enabling policies
Problem solving regulation, (ANTA 2001a: 1).

Each year, a 12 month implementation plan is developed and the current plan is titled Strategy 2001, (ANTA 2001a: 1).

Supporting the Queensland Government's Vision and VET strategy

The proposed vision of the Queensland Government for VET links with ANTA's mission and objectives: "Queenslanders reaching their potential through vocational education and training"(DETIR 2000: 1).

The four objectives proposed to achieve this vision are:

Increasing Queenslanders' skills and qualifications;
Embracing the information age;
Innovating and collaborating; and
Boosting the quality of vocational education and training, (DETIR 2000: 1)

To ensure that TAFE Queensland Institutes rise to these challenges, a number of priority areas for action have been identified. These include:

Supporting 'Queensland - The Smart State.'
Embracing technology to improve client service and systems operations.
A focus on partnering, particularly with industry, other education providers and community groups.
Implementation of Training Packages.
Improving performance in international markets.
Participating in achieving Quality Endorsed Training Organisation (QETO) status.
On-going skills development of Institute staff, (SBIT 2000).

The ANTA national strategy for VET (including the AFL Framework), the Queensland VET strategy, the TAFE strategic framework, local and global trends in VET, have all set the framework for the liaison librarian project.

Approach

The Liaison Librarian Project involved a 5 phase project management approach, as defined by Weiss and Wysocki (1992). This included:

Phase One (15/06/2000 - 21/07/2000): planning, scoping and defining the project.
Phase Two (22/07/2000 - 25/08/2000): continuation of planning.
Phase Three (26/08/2000 - 30/09/2000): implementation and organisation of the project.
Phase Four (01/10/2000 - 31/05/2001): implementation and control.
Phase Five (01/06/2001 - 31/07/2001): implementation and close, (Weiss and Wysocki 1992)

All nine SBIT liaison librarians voluntarily participated in the project. All Southbank Institute librarians embraced the concept of the liaison librarian project and the new opportunities the project created. The librarians enthusiasm and diligence in achieving the project objectives has resulted in significant progress, particularly in:

exploring new online delivery environments;
developing new online services;
developing new learning resources;
using new technologies, particularly web technologies;
increasing quality and access of outcomes for clients;
increasing access to a diverse range of information resources and services;
integrating information and IT resources into teaching programs; and
implementing flexibility in learning pathways and outcomes.

The project plan defined the background and the need for the project, setting the overall context. Guidelines within the project plan were provided to the liaison librarians in the form of objectives. Additional objectives were provided to demonstrate how the project was aligned with the strategic direction of the Queensland VET agenda. In total, 45 objectives were stated in the project plan, with 25 objectives specifically written for the liaison librarians to achieve, however it was not a requirement for all librarians to achieve all the objectives.

The librarians were given the choice as to which objectives they would incorporate into their planning schedules. Such reporting allowed the project manager, project sponsor and the senior librarians to monitor the progress of the librarians and to view how individual librarians work practices were changing and aligned with the project objectives. Planning schedules detailed each librarian's strategies, actions, time frames and outcomes. The project manager and/or senior librarian consulted with the liaison librarian on a regular basis to review their planning schedule and provide support and feedback.

Objectives for Liaison Librarians

Find appropriate authenticated information to support teaching programs and products.
Work closely with educational staff to ensure appropriate information resources are cited in teaching packages, products or programs.
Advise and demonstrate to educational staff how information resources and services can be integrated in teaching programs, packages or products.
Develop strategies to ensure seamless movement between teaching materials and electronic resources.
Work with educational staff to identify and analyse clients' information and research needs.
Provide feedback to Intellectual Property staff on how the current library web site and other electronic services can better meet the needs of clients.
Utilise web technologies to respond to client needs.
Devise strategies that increasingly focus on the customisation of learning experiences.
Identify new information services and resources for existing and potential client groups.
Develop appropriate online instructional programs for all client groups to maximise the use of the library and e-Learn centres.
Incorporate meaningful information literacy skills directly into teaching material.
Devise strategies to assist educational staff in maintaining a current awareness and knowledge of changes within the VET system.
Actively participate in professional development activities to mentor, train or assist educational staff in the following areas:
- Information Technology and Multimedia;
- Product Development; and
- National Training Packages.
Support educational staff in the planning, implementation and delivery of the National Training Framework and National Training Packages.
Work with educational staff to initiate and respond rapidly to change, including the timely development of products.
Advise on future professional development activities for both Intellectual Property and educational staff.
Advise educational staff in matters relating to Intellectual Property management (eg. copyright) and where appropriate refer matters to the Manager, Intellectual Property.
Increase knowledge in Intellectual Property management including copyright in relation to print and digital.
Assist educational staff in acquiring new information technology and multimedia skills and knowledge.
Raise the awareness of new skills needed by teachers and students in the information age.
Assist educational staff in using new approaches, eg. flexible learning, self-paced learning.
Increase the mobility of Liaison Librarians in order to meet the needs of educational staff.
In consultation with the Project Manager, Sponsor and Senior Librarians devise an individual planning schedule that details objectives, strategies, actions and outcomes.
Evaluate the effectiveness of the project by providing the Project Manager and Sponsor with ongoing feedback.
Participate in the various evaluations of the project, for example focus groups.

Major Findings

Issues

Time
Infrastructure
Skills and knowledge of teaching staff
Skills and knowledge of liaison librarians
Changing culture for liaison librarians
Dependencies on other areas in the Institute
Support for the project

Specific major deliverables/outcomes

Specific major deliverables/outcomes included:

Over 91 subjects taught in the Institute have online course material available through eReserve http://www.southbank.tafe.net/library/eReserve
SBIT librarians as internal project managers for library projects, for example, eReference - implementation of a virtual Reference Desk; and Metadata - implementation of Metadata for the library and e-Learn centre website; Innovative Practice - an online professional development program for VET teaching staff, focusing on training package delivery.
Women into IT e-conference, (2000). Library staff coordinated and constructed the web site for the first ever "Women into IT" e-conference which was a TAFE Queensland project designed to develop the skills and capacity of teachers in the flexible delivery of the Information Technology Training Package, (Hammond 2000). The project also emphasised inclusive practices to increase participation of women in IT training, (Hammond 2000). The Women into IT e-conference was a LearnScope funded project and the library was successful in writing 2001 LearnScope submissions in order to support the objectives of the Australian Flexible Learning (AFL) Framework. This has resulted in the library winning 2001 funding for the following two LearnScope Projects:
- Weaving the threads of online learning - designing and creating online course materials. This project focuses on developing the online design, delivery and facilitation skills of Southbank Institute of TAFE teaching staff. Participants will become skilled in using Dreamweaver, Fireworks and Flash, as well as other courseware. On completion of the project, staff will be able to assess the need for online training within their industry sector and then meet that need through the creation and operation of an online course through the web, (Gunton 2001). Fifteen Southbank educational staff members are participating in this project.
- Online Communication. This project aims to provide Southbank Institute of TAFE teachers with the necessary skills to support online learning. Emphasis will be on effective communication techniques and participants will be able to understand the difference between classroom teaching and online facilitation. Online techniques will be applied employing a number of learning technologies including WebBoard, the Internet, NetMeeting, Electronic Learning Management System (ELMS), Library Electronic Reserve (eReserve), Library web based resources and Library Virtual Reference Desk (eReference), (Moss 2001). Forty-five Southbank educational staff are participating in this project.
Innovative Project - Best Practice for Teaching and Learning in Training Package Delivery: an online professional development program. The Intellectual Property Unit coordinated the submission for this project. The outcome was successful with the Intellectual Property Unit receiving state funds to complete the project. Intellectual Property staff (including librarians) learned new skills in project management and put into practice their newly acquired skills in online product development and web design. This product provides professional development to TAFE and VET staff in all aspects associated with the implementation of Training Packages across all industry sectors, in order to meet the needs of industry and the Australian Quality Training Framework. This product can be viewed at http://southbank.tafe.net/library/train_pkg1/index.htm
eReference http://www.southbank.tafe.net/library/eRef providing access to online electronic reference services, Internet subject guides and an Ask a Librarian Service, which allows clients clear options to phone, email or 'chat live' to a SBIT reference librarian. Southbank Library Services is one of few libraries in the country who have implemented this innovative initiative.
eSkills http://www.southbank.tafe.net/library/eSkills providing online resources to support the study and research needs of Southbank Institute of TAFE staff and students. Including online information literacy tutorials in a range of areas, including how to use the library catalogue and finding information on the Internet.
Redevelopment of the Southbank TAFE library website http://www.southbank.tafe.net/library with improved navigation, design, information architecture, content, user interaction and new services.
Copyright sessions and assistance for educational staff.
Librarians actively participating in online initiatives, eg. online tutoring, online courses.
Librarians assisting teaching staff with Training Packages'audits and other activities to ensure their successful implementation.
Reviewing products, services and resources which have the potential to be implemented at Southbank TAFE.
Increased knowledge and skills for librarians and teaching staff in the Institute in the following areas: online learning; strategic direction of VET, the Institute and the IP unit; copyright; new or existing technologies, eg. WebBoard, NetMeeting, ELMS; library web technologies; and web site construction and design.

Strengths of Project

Librarians putting into practice their newly acquired skills and knowledge in a number of new priority areas. For example:
- Web technologies, including IT and multimedia;
- VET initiatives, eg. LearnScope, Framing the Future and other initiatives;
- National Training Packages and Australian Flexible Learning Framework;
- Copyright;
- Library technologies and initiatives; and
- New learning approaches, eg. flexible, self-paced, online.
Librarians demonstrating increased confidence in all the above areas.
Librarians given the opportunity to work in a new and innovative environment.
All library staff demonstrating a greater understanding of the strategic direction of the IP Unit, the Institute and the national VET agendas and the Australian Flexible Learning Framework.
Stronger links and working opportunities established between the libraries and e-Learn centres.
Innovative and flexible suite of library technologies developed. Including:
- eReserve;
- eReference;
- eSkills; and
- eLibrary.
An evolving culture of continuous improvement and innovation in order to meet the strategic directions of the national and state VET agendas and the Institute.
The Liaison Librarian Project linked with other initiatives in the Institute, (eg. Online Learning Strategic Plan, (Ambrose 2001) and iNet Strategy), thus demonstrating a holistic approach to the national and state VET agendas and the strategic direction of the Institute.
Increased use in library services, eg. eReserve, eLibrary, eReference.
Educational staff demonstrating increased skill levels and knowledge in library web technologies, other technologies available to staff within the Institute and online learning.
Increased the profile of the Intellectual Property Unit within the Institute and its role in the strategic direction of the Institute.

Weakness of Project

Time and infrastructure available for both librarians and educational staff.
Infrastructure available to support librarians and educational staff.
Dependencies on other initiatives and/or projects in the Institute being implemented.
Readiness of educational staff to explore opportunities with the librarians.

Conclusion

The Liaison Librarian Project has created some wonderful opportunities for Southbank Institute of TAFE library staff. Working through the project has allowed the Intellectual Property Unit to re-examine their work practices and define a strategic direction for the future. The final project report has detailed a number of strategic and operational recommendations for the Intellectual Property Unit.

The liaison librarian's work is continuing, the framework has been provided and the Intellectual Property unit is positioning itself to take advantage of future challenges and opportunities.

The VET Librarian of the future is likely to have the following characteristics:

visionary;
innovative;
flexible;
highly skilled;
embraces change;
research orientated; and
proactive versus reactive.

The VET environment in the future will only become more complex. In this new environment, it is essential that the role of the librarian be strategically managed to focus on new priority areas.

References

Ambrose, L. (2001) Southbank Institute of TAFE - Online Learning Strategic Plan Version 1.4 [Commercial in Confidence].

ANTA (1998) A Bridge to the Future: Australia's National Strategy for Vocational Education and Training 1998 - 2003 http://www.anta.gov.au/

ANTA (2000) Flexible Learning for the Information Economy: A Framework for National Collaboration in Vocational Education and Training 2000-2004 Strategy 2000 http://www.otfe.vic.gov.au/antafd

DETIR (2000) Skilling Queensland: The Draft Strategy Document http://www.detir.qld.gov.au/vetinfo/polsguides/vetstrat/strategy.pdf

ANTA (2001) A Bridge to the Future http://www.anta.gov.au/dapstrategy.asp

ANTA (2001a) Flexible Learning http://www.anta.gov.au/dapFlexibleLearning.asp last updated 23rd August 2001.

ANTA (2001b) Australian Flexible Learning Framework for the National Vocational Education and Training System 2000 - 2004 - Strategic 2001 http://www.anta.gov.au/images/publications/flexiblelearningstrategy2001.pdf

Gunton, L. (2001) Weaving the threads of online learning - designing and creating online course materials. LearnScope Submission 2001.

Hammond, L. (2000) Women into IT LearnScope Project 2000.

Johnson, A. and Sullivan-Windle B. (2000) Liaison Librarian Project Proposal Version 0.3 [Commercial in Confidence].

Johnson, A. (2001) Liaison Librarian Final Project Report [Commercial in Confidence].

Moss, S. (2001) Online Communication. LearnScope Submission 2001.

SBIT (2000) Staff Forum - August. Powerpoint Presentation presented by Rachel Hunter and Rod Arthur.

SBIT (1999) Strategic Framework for 1999-2001.

Weiss, W. J. and Wysocki, R.K. (1992) Five Phase Project Management - A Practical Planning and Implementation Guide Perseus Publishing: USA.

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